Training Techniques Construction

7/25/2019 Training Techniques Construction

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Planning & Preparation

Confidence inyourself and the

presentation:

Maximum benefit to

participant

Enhances

importance of your

message


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Square 1

Know your objective

Know your subject

Know your audience

Know how long your presentation will be

ehearse timing


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!ow will you deliver the training": #ecture

$ideo

%ower point

&lipcharts ' blac(boards

!andouts

emote broadcast

%repare materials

Know how e)uipment wor(s Ma(e sure your materials wor( with e)uipment

Square 1


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Advance Work

Arrive early!

*eating

arrangements E)uipment

+,$- &acility contact

#ight controls .utlet locations '

extension cords

oom temperature

Emergency

procedures

Exits

est rooms

/elephones

0rea( rooms '

vending


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Tell them what

youre going toteach them

Teach themTell them what

youve taught

them!


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Training Tips

Commit yourself:

1nvest time and energy

%repare your materials: 2on3t wait until the last minute4

%ractice:

Especially when you are just starting out


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!ave a positive attitude4 /horough preparation will give you confidence

Expect to be nervous

5ormal even for veterans 2ress appropriately

#oo( professional

6ear comfortable shoes *how enthusiasm

*pea( loudly and clearly

Training Tips


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Philosophical Perspective

78 *tudents cannot be trusted to pursuelearning

98 +bility to pass examinations judges student

promise8 Evaluation is education; education is

evaluation

bric( upon

bric(?

@8 /ruth is (nown; students must accept it


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Students cannot be trusted to

pursue learning 6or( must be assigned

Completion of wor( must be supervised

Continual guidance and evaluation *tudents have no choice in choosing topics


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Ability to pass examinations

judges student promise %assing examinations is a useful

s(ill

Examinations emphasiAe rote learning

2oes not promote originality of thought or

scientific curiosity


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valuation is education!

education is evaluation

Examinations have become the goal of

education

Examinations do not promote reactionto the material and impede its synthesis

Examinations promote conformance

5o credit given for creative thought


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Presentation equals learning

*tudent learns only what is in the lecture8

&orces the memoriAation of facts8

5egative impact on gaining meaning from the

material8


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"no#ledge is accumulated best

$brick upon brick%

!arvard eliminated re)uirement for preBmed8

undergraduate major8

0y third year of medical school students

without preBmed had better grades and a

greater breadth and promise than preB med

majors8


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However:

.ther educators feel it is far more

important to:develop an individual3s creativity the

ability to discover new relations and

devise new techni)ues and approachesto problemsD-whilethat person becomes competent

in designing- conducting- andinterpreting rigorous studies8


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People in education are now

suggesting that true learning takes

place through a re-discovery

process which is based on the

following assumptions :


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78!uman beings have a natural potential for

learning

98 *ignificant learning ta(es place when the

subject matter is perceived by students as

having relevance for their own purposes

8 Much significant learning is ac)uired

through doing


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=8 *elfBinitiated learning which involves all of

the learnerBBfeelings as well as intellectBBis most

lasting

@8 1ndependence- creativity- and selfBreliance

are all facilitated when selfBcriticism,evaluationare used

8 /he most useful learning is openness to

change


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1.Human beings have a natural

potential for learning %eople are naturally curious and are both

eager and not eager to learn

#earning is painful but provides great

satisfaction

/he tendency to learn is more li(ely to

appear when people see relevance to

themselves in the learning process

2 Si ifi l i k l h h bj


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2. Significant learning takes place when the subject

matter is perceived by students as having relevance for

their own purposes

6hen individuals use related materials to

achieve goals learning ta(es place withgreater rapidity and depth

!igh motivation on the part of the student

increases the rate of learning i8e8 adolescents

)uic(ly learn how to drive a car


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3. Much significant learning is

acuired through doing Confronting students with practical

problems- social problems- ethical

problems etc8888 is effective in promoting

learning

0rief- intensive experiences for

individuals facing immediate problems

are especially effective

! " i i f ili d h h d


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!. "earning is facilitated when the student

participates responsibly in the learning

process

*tudents set goals

&ind their own resources

2efine their own problems

/a(e responsibility for their decisions 2ata from industry and the field shows

participative learning is far more effective

than passive learning


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#. Self$initiated learning which involves all

of the learner$$feelings as well as intellect$$

is most lastingesearch shows that total involvement in

learning is most effective

/his type of learning is associated with

artistic wor(

/his approach helps students evaluate their

learning without the approval of some

authority judging them


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%he previous assumptions lead

to the following general

statements concerning well$

conducted training programs


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%he leader is the guide

rather than the authority

figure in a training

program


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ealness or genuineness

0e yourself

1nteract with learners on one

to one basis

0e able to express feelings


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mpathetic understanding

*tudents point of view

Fnderstanding withoutjudgment

*tudents will appreciate your

efforts


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+s the facilitator you

have a responsibility for

assuming the following

role in the classroom:


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'acilitator esponsibilities *etting the initial mood of the group

1mpart a sense of freedom and create a

climate of learning

Motivate learning by letting the students

have input into the learning structure

/ry to provide a wide range of resources .ffer yourself as a resource


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'acilitator esponsibilities

0e accepting of comments made- avoid

getting defensive

Express your views as those of one

individual only /a(e the initiative in sharing your feelings

Keep close tabs on the climate of the class

ecogniAe and accept your own limitations


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(e yoursel)

*tyle embodies who we are

#earn your strengths and use them to

be successful

Conversely- minimiAe your wea(nesses


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(e 'lexible

0e more forceful when leading a

group

*pea( louder

Fse gestures

%ractice ma(es perfect


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(e mature

*tress e)uality over superiority

&ocus on solving the groups problems

2on3t be indifferent to the groups needs

+void ego trips


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ecogni*e and deal #ith tension

1n the beginning some in the group may a littledefensive

/hey may be a little tense- wondering what they

have gotten into

6hat demands will be made on them- will the

course be worthwhile" +llay their fears and lower their tension level by

creating a climate that is open


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+e)ine roles

emind the group that their combined

experience is far greater than yours

Gou are there to serve as a guide not anauthority

Gou are there to help them use the resources of

the group constructively and positively

#et them (now they3ll learn more from each

other than they will from you


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Asking ,uestions

/he )uestion is the best teaching deviceavailable to the facilitator

*(illfully used )uestions help guide

discussions- extract and develop information

Huestions gain participation and test the

effectiveness of the communication

5ever ma(e a statement when you can as( a

)uestion


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,uestions must be-

+ppropriate for the bac(ground andexperience of the group

/hought and opinion provo(ing Ienerally directed to everyone in the

group +imed at getting their thoughts rather than

reinforcing your own


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"inds o) questions

Open B allows great freedom- less threatening-student controls amount of detail in answer

losed B facilitator controls by limiting responselength and allows for reBdirection of program

irectB directed at one individual


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"inds o) questions

OverheadB covers the group as a whole

"eturn B redirects )uestion bac( at theperson who as(ed it

"elayB ta(es a )uestion from one memberof the group and redirects it at another


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&roup response to uestions

Iood )uestions re)uire the group to

thin(- after you as( a )uestion allow

ade)uate time for answer formulation andresponse

0e patientJ

ule of thumb: count to twelve before

as(ing another )uestion

listening


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Selectivity

&ocus your attention on the person who

is spea(ing and listen carefully

/his will not be easy- it3s easy to getdistracted

1t3s better to ta(e a minute to find your

place than to not listen carefully 5o matter the irrelevance of the

comment don3t be negative


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.ake sure they understand Gou3ve had time to prepare- butJ8

Most people in the group are hearing the

material for the first time

Ma(e sure you allow students time to

become familiar with a topic

Gou must stress how the concepts can be

applied to add value for the student


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.ake sure they understand

1ncrease their understanding by relating

concepts presented to their own

experiences8

!elp them learn to apply a concept to a

problem their currently facing8


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(e prepared///

Fnderstanding material is difficult %resenting it in a way that others

understand is even more difficult

%reparation enables you to organiAe

your thoughts- plan your approach-

expand your understanding and developillustrations examples and analogies


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(e prepared/// .nly preparation will give you the s(ill and

confidence you need to achieve your goals

ehearsal is difficult- but it is one of the (ey

tools of good preparation

un through your act

beforeyou go on stage

+t least concentrate on the things you willsay and go over it a few times


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+on0t play expert

Ma(e it understood that you are all going to

learn together

#f someone asks you a $uestion you

cant answer throw it back to the group

>*ay- that3s a good )uestion !arriet- lets

hear what the group has to say about that?

/his fosters group participation- and forces

them to do their own thin(ing


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llustrate

Everybody loves a story- they are >the

propelling power of persuasion?

*tories hold a groups interest a lot more thanexplaining something

Iood stories are: real- vital- recent-

timely- specific and about people

/he best stories are drawn from your

own experience ' tailored to fit the topic


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2isual3 2erbal & 2ocal 2ariety

$ariety (eeps them interested

1t can ma(e a good program outstanding

Huestion and answer- role playing- casemethod- small group discussion- games-

exercises

$ary your vocal delivery

Io to the flip chart


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nvolvement o) the students is

the heart o) the discoverylearning method


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nvolvement

Gour style- attitude ' philosophy willdetermine the level of the groups

involvement

1t means being open and honest

1t means displaying your wea(nesses as well

as your strengths 1ts ris(y- but it will get the group to open up

and then everyone will be more involved


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P i . i l


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Presenting .aterial

Fse a variety of techni)ues to present your

materials to (eep the information interesting:

$ideo

*lides

#ecture:

%ersonal experience

Case studies

&atal facts

2iagrams or s(etches

Fse pictures along with your words to clarify

concepts discussed


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Three keys to e))ective presentations

%ractice

%ractice

%ractice


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esearch esources

1nternet: www8osha8gov #ibraries

.*!+ /raining 1nstitute esource

#ibrary: $ideos available to authoriAed trainers

51.*!


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Training Techniques Construction

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